北京版六年级上册UNIT SIX WHAT IS HE WEARING -Lesson 20-ppt课件-(含教案+素材)--(编号：b0116).zip

1、北京版小学英语六年级上 Unit 6 What is he wearing？ Lesson 20 She looks beutiful and friendly. She is a student. She is wearing a sweater and trousers. She is my cousin. Who is he? What is he wearing ? What does he do? What does he look like? Mr Brown Mikes dads friend a blue suit with a silver tie a pair of bla

2、ck shoes a lawyer serious 1. Who is she？ 3. What does she love to wear? 2. What does she do？ 4. Whats her favorite colour? What does she wear on stage? ? She wears pretty dresses. What does she wear on stage? ? 1. What is he wearing？ 2. What does he look like？ Are they formal clothes? at home My fam

3、ily clothes style I have a happy family. I am a teacher. I often wear coats at school. My husband is a worker. He often wears shirts at work. My son is a student. He often wears hoodies at home. Black is his favourite colour. Homework: A. Write something about your family clothes style . B. Write so

4、mething about your family or friend. Whos he/she? What does he/ she look like? What does he /she do? What does he/ she like to wear? Whats his/ her favorite color? 1 教学设计个人信息 姓名 单位 联系方式 设计者 指导思想与理论依据 英语课程标准强调学习过程，重视语言学习的实践性和应用型，主张学生在语境中 接触、体验和理解真实语言，并在此基础上学习和运用语言。加强学习策略的指导，培养学 生自主学习的能力。英语既是交流的工具，也是思

5、维的工具，鼓励学生通过模仿、体验、实 践、探究等活动，提高英语表达能力和交流能力，促进综合语言运用能力的发展。引导学生 语言和语用中的文化因素，拓展文化视野。 本课教学内容以对话教学为载体，导入单元话题和相关语言。对话部分关注语言的实用 性和交际功能，为我们提供了一个生动、有趣的语言情景，本节课通过整体呈现对话的方式， 倡导学生的积极参与，以巧妙设问，观察图片，模拟交际等教学策略，引导、帮助学生进行 自主学习，给学生提供充足的时间和开放的空间，让学生通过自主思考，小组探究的学习形 式整体理解对话内容，真正做到把课堂还给学生，充分发挥学生的主体地位。 教学背景分析 教学内容分析：本节课的教学内容

6、是北京出版社出版的义务教育教科书英语六年 级上第六单元 What is he wearing？第二课时的教学内容。本单元涉及的话题是 clothes，是一 个与学生生活密切相关的单元。关于 clothes 话题，学生并不陌生。本节课关注他人在某种 特定的场合的穿着服饰，培养学生用语言做事情的能力，增进家人间的了解，并通过话题的 学习形成不同场合穿着恰当服饰的意识，提升个人素养。Listen and say 部分是一个贴近学生 生活的情景，Sara 和 Guoguo 在谈论一张照片上的人物，照片上 Saras cousin 身着紫色长 裙在舞台上演出，她身后是一个戴眼镜、弹吉他的 man。Lis

7、ten，look and learn 部分主要学 习询问某人在某种场景穿什么的用语“What does she/ he wearing ？”及其答语“He / she 教学基本信息 课题Unit 6 What is he wearing? (Lesson 20) 学科 英语学段： 高年级年级六年级 相关 领域 品社 美术 教材书名：义务教育教科书 出版社：北京出版社 2 wears .”并学习关于衣服的单词 pretty dresses、s suit with a tie、formal clothes 及关于场所 的单词 on stage、at work 和 at school. Listen

8、 and match 部分主要检测学生对某种职业、场合 穿什么衣服的掌握情况。Lets do 部分为根据学生实际谈论某人喜欢穿哪种衣服，帮助学 生建立穿着 style 和不同场景穿恰当服饰的意识。关于 clothes 的话题学生并不陌生，在三 年级上 Unit 5 Its a nice autumn day. Lesson 16 学过不同天气穿不同衣服的句型 Its rainy. I can put on my new raincoat.和关于衣服的词汇 raincoat，jacket，sweater，gloves 等；四年级上册 Unit 5 Which kind would you lik

9、e？Lesson 17 学过关于衣服搭配的句型 The red one will look nice on you. It will go with my trousers.及关于衣服的单词 trousers，overcoat，T- shirt，shorts，cap，school uniform 等。教学时要有意识地帮助学生建立新旧知识间的 联系。 学生情况分析：本课的教学对象是六年级学生。 这个年龄段的学生，整体特点表现为 思维活泼且富有表现力，对内容有趣、语言活泼的对话内容感兴趣，具有初步的的阅读、理 解能力和小组合作学习的能力，愿意参与交际、分角色表演对话等活动。 教学方式：引导学生观察

10、、体验归纳，组织学生进行交际活动。 教学手段：图片、声音、文字方式呈现对话内容，多媒体课件、PPT 提供语言支持。 技术准备：课件 图片 PPT 教学目标(含重、难点) 1. 在课件和图片的帮助下理解对话内容，能正确朗读、表演对话。 2. 能够在情境中听懂、会说“What does he/she wear ？”及其答语“He/She wears .”并 能在情境中恰当运用。 3. 在对话情境中理解并认读 wish，能听懂、会说、认读关于衣服的词汇：pretty dresses、s suit with a silver tie、formal clothes 及关于场所的单词 on stage、a

11、t work 和 at school. 4. 帮助学生建立不同场景穿恰当服饰的意识。 教学重点：1. 在课件和图片的帮助下理解对话内容。 2. 能够在情境中听懂、会说“What does he/she wear ？”及其答语“He/She wears .”并能在情境中恰当运用。 教学难点：1. 在情境中运用句型“What does he/she wear ？”及其答语“He/She wears .” 询问某人在某种场景的穿着，并做出相应的回答。 2 词汇 formal clothes 和 pretty 的理解。 3 教学流程示意 教师活动 学生活动 资源提供 谈话导入，铺垫语言 在谈话及图片的

12、引导下复习，揭示主题 PPT 课件 引导观看，启发思考 学生整体感知、理解对话内容 多媒体课件 分层讲解，深化理解 设问，寻找答案，理解对话细节 多媒体课件，图片 示范引导，内化语言 对话交流，内化新知，加深理解 PPT 课件 教学过程 Step 1 Warm-up 1Duty report 学生从年龄、职业、长相、穿着等方面介绍一个身边的朋友或家人。 提问：What does he / she look like？What is he/ she wearing？ 2复习引入 PPT 呈现图片： T: Do you remember this man？Who is he ？What is he

13、 wearing？What does he do？What does he look like？ S: He is Mr Brown. Mikes dads friend. He is wearing a blue suit with a silver tie ， and a pair of black shoes. He is a lawyer. So he looks so serious. 设计意图：通过学生展示和复习第一课时内容，把学生快速带入主题，让学生知道介绍一设计意图：通过学生展示和复习第一课时内容，把学生快速带入主题，让学生知道介绍一 个人可以从哪些方面入手。个人可以从哪些方面

14、入手。 Step 2 Listen and say 1 情景导入 出示出示主题图及人物图片，提问： 7 T: Sara and Guoguo are talking about a girl. What do you want to know about this girl？ S1：Who is she？ S2：What does she do？ T: You have so many questions. I also have some questions. PPT 出示疑问句：Who is she？What does she do？ What does she love to wear？

15、Whats her favourite colour？（PPT） 设计意图：利用图片直观地告诉学生对话的主人公，所谈论内容，引导学生进入对话情设计意图：利用图片直观地告诉学生对话的主人公，所谈论内容，引导学生进入对话情 景，让学生根据主题图展开联想，预测对话内容，激发学生想了解对话内容的欲望。通景，让学生根据主题图展开联想，预测对话内容，激发学生想了解对话内容的欲望。通 过设问发散学生思维，培养学生围绕主题提问的能力。过设问发散学生思维，培养学生围绕主题提问的能力。 3 整体呈现对话内容 播放过动画，出示句型条提问：Who is she？What does she do？ What does

16、she like to wear？Whats her favourite colour？（根据学生回答板书：Saras cousin， s singer， purple dresses， purple） 听后回答：S: She is Saras cousin. She is a singer. She likes to wear purple dresses. Purple is her favorite colour. 设计意图：通过听录音整体感知对话内容，培养学生听的策略，感受纯正的语音语调。设计意图：通过听录音整体感知对话内容，培养学生听的策略，感受纯正的语音语调。 4 理解对话细节 1

17、）看图提问：Look at this photo，what is she wearing?（出示句型条：What is she wearing？）What does she look like？ Ss：She is wearing a purple dress. She looks beautiful.（根据学生回答板书：a purple dress 和 beautiful） 2）播放部分动画，继续寻找关于 Saras cousin 的信息： T: What does Guoguo want to know？（播放录音，出示不同的场景学习 on stage） What does she wea

18、r on stage？ S1：What does she wear on stage？S2: She wears pretty dresses.（PPT 呈现：pretty dresses） 3）根据板书 Sum-up：Saras cousin is a singer. She looks beautiful. She wears pretty dresses on stage. Purple is her favorite colour. 4）播放部分动画，完善 the man 的信息: a. 出示主题图，关注 the man： T: Saras cousin is a singer. Lo

19、ok at this photo. She is singsing on stage. Look at this man behind the girl. 8 b. 播放部分动画，提问：What is he wearing？What does he look like？ S1：He is wearing a pair of sunglasses. S2：He looks so cool. 出示 a pair of sunglasses. 学生试戴. Ss: He is wearing a pair of sunglasses. He looks so cool. 4）阅读对话，思考： T: D

20、o you like to sing on stage？ How about Sara and Guoguo？Do they love to sing on stage？ S：They like to sing on stage and wear pretty dresses. Guoguo says：I wish I could sing on stage. I would love to wear pretty dresses. Sara says ：Me too. 设计意图：引导学生关注细节，通过听、看、读、思维导图等多种方式帮助学生构建对设计意图：引导学生关注细节，通过听、看、读、思维

21、导图等多种方式帮助学生构建对 话内容，培养学生思维能力的同时渗透学习策略的指导。话内容，培养学生思维能力的同时渗透学习策略的指导。 4 完整观看动画。 5 播放对话，学生 repeat。 6 分角色朗读对话。 Step 3 Listen ，look and learn T: How about Guoguos uncle and aunt？ 1 出示人物头像介绍并提问： This is Guoguos uncle. He is a worker. What does he wear at work？Lets listen. This is Guoguos aunt. She is a teac

22、her. Can you ask a question？ 学生尝试提问：What does she wear at school？ 2 看图听录音，学单词：formal clothes 1）出示三组图片，提问：Which one is formal clothes？ 2） 对比 formal clothes 和 sports clothes 出示一组 sports clothes. 提问：Are they formal clothes？ Ss：No，they are sports 3 clothes. 出示一组 formal clothes 提问：Are they formal clothes

23、？Ss：Yes. 设计意图：在情境中学习词汇和句型，通过设计意图：在情境中学习词汇和句型，通过 choose 和对比的方式，帮助学生明确和对比的方式，帮助学生明确 formal clothes 的意思，突破难点。的意思，突破难点。 Step 4 Listen and match. 1 创设情境 出示 Mike 头像，引导学生猜测：Mike is at home .What does he wear at home ？Can you guess？ 学生根据 at home 这个场合猜测 Mike 可能穿的衣服，然后出示图片揭示答案： He is wearing a pink T-shirt an

24、d blue shorts. T: Mike has five cousins. Look，they are James，Linda，Ann，Brent and David. What do they wear at work？ 2 出示图片，ask and answer： T: What is this？/ What are these？ Ss：Its / They are . 2 播放录音 Listen and match. 3 Check the answer. Step 5 Les do Talk about your family clothes style. 1. 师介绍自己的 f

25、amily clothes style。 I have a happy family. I am a teacher. I often wear coats at school. My husband is a worker. He often wears shirts at work. My son is a student. He often wears hoodies at home. Black is his favourite colour. 2. 学生尝试介绍自己的 family clothes style。 Step 6 Sum-up Wear right. Feel right

26、. Step 7 Set homework 学生任选一项完成： A. Write something about your family clothes style . 3 B. Write something about your family or friend according to the following questions： Whos he/she? What does he/ she look like? What does he /she do? What does he/ she like to wear? Whats his/ her favorite color? 板

27、书设计： Unit 6 What is he wearing? What does she wear on stage? She wears pretty dresses. 学习效果评价设计 1对本节课学生学习效果教师进行现场及时评价。 科学、适时、适度的评价是实现教学目标的重要保障，也是促使学生主动参与课堂教 学活动、帮助学生养成良好学习习惯的有效措施，在本节课教学过程中，根据学生主动参与 对话学习的程度,小组活动展示汇报等,通过口头表扬,个人奖励等方式激励和评价学生,促进 教学。 2对本节课教师自身教学效果的评价 本节课以对话教学为主线，学生在教师的引导下自主学习，根据对话教学的特点，我采

28、 用任务型教学模式，学生自主提出问题，教师引导学生观察，倾听，思考，表达，一起构建 对话内容，提高了教学的实效性。 本教学设计与以往或其他教学设计相比的特点(300-500 字数) 本课教学设计紧紧围绕 clothes 话题，巧妙地与学生的生活实际相结合，在设计教学时 力求通过各种语言活动引导学生感知、理解和运用新的语言材料，通过任务型的学习方式完 成新知识的学习和运用。通过听、说、读、演等多样化的活动设计，提高学生综合语言运用 的能力。 Who is she?Whats her favorite color? What does she love to wear? Where does sh

29、e look like? What is she wearing? What does she do? 3 1. 注重情境创设，帮助学生有效理解对话内容。 义务教育课程标准（2011 年版） 主张学生在语境中接触、体验和理解真实语言，并 在此基础上学习和运用语言。本节课的主题是学生熟悉的 clothes，从 Saras cousin 到 Guoguos family 再到 Mikes family，最后介绍自己的 family 不同场所的衣着，始终让学生在 熟悉的情景中建立不同场所穿不同衣服的概念，从而达到有效理解对话内容的目的。 2. 以学生为主体，培养学生综合语言运用能力。 新课标提出，英

30、语教学的总目标是培养学生的综合语言运用能力。在本节课的对话教学 中，我以听为主，关注对话的整体性和层次性，帮助学生逐步深入理解对话内容，并穿插了 角色扮演、任务型学习等活动，一改往日的逐句问答式教学模式，学生在活动中亲身体验、 理解并丰富了语言，使学生的综合语言运用能力得到培养。 3. 时刻关注学生思维能力的培养。 本节课精心设计提问，通过自主提问、多种方式构建对话内容、猜一猜等活动发展学生 的思维能力。 北京版小学英语六年级上 Unit 6 What is he wearing？ Lesson 20 东邵渠镇中心小学 杨秋香 She looks beutiful and friendly.

31、She is a student. She is wearing a sweater and trousers. She is my cousin. Who is he? What is he wearing ? What does he do? What does he look like? Mr Brown Mikes dads friend a blue suit with a silver tie a pair of black shoes a lawyer serious 1. Who is she？ 3. What does she love to wear? 2. What do

32、es she do？ 4. Whats her favorite colour? What does she wear on stage? ? She wears pretty dresses. What does she wear on stage? ? 1. What is he wearing？ 2. What does he look like？ Are they formal clothes? at home My family clothes style I have a happy family. I am a teacher. I often wear coats at sch

33、ool. My husband is a worker. He often wears shirts at work. My son is a student. He often wears hoodies at home. Black is his favourite colour. Homework: A. Write something about your family clothes style . B. Write something about your family or friend. Whos he/she? What does he/ she look like? What does he /she do? What does he/ she like to wear? Whats his/ her favorite color?